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NSW Syllabuses

Mathematics K–10 - Life Skills - Measurement and Geometry Measurement

Measurement: Estimating and Measuring

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-25MG

    estimates and measures in everyday contexts

Related Stage 4/5 outcome: MA4-12MG

  • Content

  • Students:
  • recognise attributes that can be measured, eg length, temperature, mass, volume, capacity, area
  • recognise the language associated with attributes of length, temperature, mass, volume, capacity and area:
  • length, short, tall, higher than, lower than
  • temperature, eg hot, cold, warm, lukewarm, freezing, boiling, hotter, colder
  • mass of objects, eg light, heavy, harder to push/pull, heavier, lightest
  • volume and capacity, eg full, empty, half-full, has more/less, will hold more/less
  • area, eg bigger/smaller than, surface
  • make comparisons based on attributes that can be estimated and measured, eg 'I am taller than my brother', 'John is the tallest in the class': CCT
  • length, eg longer than, shorter than
  • height, eg taller than, shortest
  • temperature, eg hotter than, colder than
  • mass, eg heavier, lighter
  • capacity, eg fullest, emptier
  • area, eg bigger, smaller, smallest
  • recognise the appropriate device for measuring attributes of length, temperature, mass, volume and capacity: CCT
  • length (or distance), eg ruler, measuring tape, trundle wheel, odometer
  • temperature, eg thermometer
  • mass, eg scales, weigh station
  • capacity, eg measuring cup, measuring spoon
  • investigate how the odometer of a car can measure distance (Understanding) CCT
  • recognise that some countries use different units of measurement IU

Measurement: Length

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-3WM

    uses reasoning to recognise mathematical relationships

  • MALS-26MG

    recognises and uses units to estimate and measure length

Related Stage 4/5 outcome: MA4-12MG

  • Students:
  • recognise features of an object associated with length that can be estimated and measured, eg length, breadth, height L
  • use informal units to estimate and measure length, eg measure the length of a table in equal hand spans, without gaps or overlaps
  • compare and order two or more lengths or distances using informal units (Communicating, Problem Solving, Understanding) CCT
  • recognise the appropriate unit, and its abbreviation, for measuring length, eg centimetre (cm), metre (m), kilometre (km) LCCT
  • select and use the appropriate unit and device for measuring length, eg measure the heights of students in the class using a metre ruler and record the results in a table CCT
  • recognise the relationship between commonly used units for measuring length, eg 1 m = 100 cm CCT
  • estimate the lengths of everyday objects and check using a measuring device, eg estimate the length of a room and check using a measuring tape CCT
  • identify the concept of length in a problem (Understanding)
  • select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency) CCT
  • convert measurements of length in larger units to measurements in smaller units, eg 3 m = 300 cm CCT

Measurement: Mass

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-2WM

    applies mathematical strategies to solve problems

  • MALS-27MG

    selects and uses units to estimate and measure mass

  • Content

  • Students:
  • recognise features of an object associated with mass that can be estimated and measured, eg weight L
  • use informal units to estimate and compare masses, eg 'This book is heavier than the other one'
  • compare and order the masses of two or more objects by lifting them and then check using an equal-arm balance (Communicating, Problem Solving, Understanding) CCT
  • recognise the appropriate unit, and its abbreviation, for measuring mass, eg gram (g), kilogram (kg) LCCT
  • select and use the appropriate unit and device for measuring mass, eg weigh a piece of steak using kitchen scales and record the weight for a recipe CCT
  • recognise the relationship between commonly used units for measuring mass, eg 1 kg = 1000 g CCT
  • estimate the mass of everyday objects and check using a measuring device, eg estimate the weight of a soccer ball and check using scales CCT
  • identify the concept of mass in a problem (Understanding)
  • select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency) CCT
  • convert measurements of mass in larger units to measurements in smaller units, eg 3 kg = 3000 g CCT

Measurement: Volume and Capacity

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-3WM

    uses reasoning to recognise mathematical relationships

  • MALS-28MG

    selects and uses units to estimate and measure volume and capacity

Related Stage 4/5 outcomes: MA4-14MG, MA5.2-12MG

  • Content

  • Students:
  • use informal units to estimate and measure capacity, eg count the number of times a glass can be filled and emptied into a jug
  • use informal units to estimate and measure volume, eg count the number of same-sized marbles required to fill a box, ensuring there are no large spaces
  • compare and order the volumes of two or more models by counting the number of blocks used in each model (Communicating, Problem Solving, Understanding) CCT
  • recognise the appropriate unit, and its abbreviation, for measuring capacity, eg millilitre (mL), litre (L) LCCT
  • select and use the appropriate unit and device for measuring volume and capacity, eg a medicine glass for medicine, measuring cups for recipes CCT
  • recognise the relationship between commonly used units for measuring volume and capacity, eg 1 L = 1000 mL CCT
  • estimate the capacities of everyday objects and check using a measuring device, eg estimate the capacity of a bucket and check using a measuring jug CCT
  • identify the concept of volume/capacity in a problem (Understanding)
  • select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency) CCT
  • convert measurements of volume/capacity in larger units to measurements in smaller units, eg 3 L = 3000 mL CCT

Measurement: Area

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-3WM

    uses reasoning to recognise mathematical relationships

  • MALS-29MG

    applies formal units to estimate and calculate area

Related Stage 4/5 outcomes: MA4-13MG, MA5.1-8MG, MA5.2-11MG

  • Content

  • Students:
  • use informal units to estimate and calculate area, eg count the number of equal-sized pieces of paper required to cover a table, without gaps or overlaps
  • compare the areas of two similar shapes by cutting out the shapes and placing one over the other (Communicating, Problem Solving, Understanding) CCT
  • recognise the appropriate unit, and its abbreviation, for measuring area, eg square centimetre (cm2), square metre (m2) LCCT
  • select and use the appropriate unit and device for measuring area, eg measure area using a grid overlay CCT
  • estimate the areas of everyday objects and check using a measuring device, eg estimate the area of the classroom and check with a tape measure and calculations CCT
  • identify the concept of area in a problem (Understanding)
  • select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency) CCT